le 27 nov: Today we did our intérro...
...then I gave you the rest of the block to work on your scripts! Bon chance demain!
Here's what's going to be on your test tomorrow:
-all the vocabulary that a waiter might say to a customer;
-all the vocabulary that a customer might say to a waiter;
-all the drinks, appies, main courses, desserts, and coffees.
You do NOT need to know the information about making a reservation, or asking for the bill. :)
- the tip is included? le service est compris?
- I think there’s an error… je pense qu’il y a un erreur…
- … in the bill. … dans l’addition.
- the bill, please l’addition, s’il vous plaît.
...then I gave you the rest of the block to work on your scripts! Bon chance demain!
Here's what's going to be on your test tomorrow:
-all the vocabulary that a waiter might say to a customer;
-all the vocabulary that a customer might say to a waiter;
-all the drinks, appies, main courses, desserts, and coffees.
You do NOT need to know the information about making a reservation, or asking for the bill. :)
le 26 nov: Today we went over the last bits of what we need to know for our presentations on Wednesday:
We really cut down on the vocab from what I put on the web (the photos) on Nov 22. Remember that if you gave me tons of vocabulary during the presentation, you can use the "A" version of the bill section, but if you think you need to say more French, you should use the B version.
We practiced and performed the new material.
We timed Mme GZ doing the presentation, and it was 4 minutes and 15 seconds long. So your presentation should be in the range of 5-6 minutes. Please don't have it be longer than that, otherwise we won't get all of the presentations done. We have 63 minutes of class time, and 9 presentations to listen to. That leaves us 7 minutes per presentation, not including time to switch up people! Let's be efficient, guys!
Homework: work on your presentations.
Intérro: l'addition, s'il vous plaît, je pense qu'il y a un erreur dans l'addition, le service est compris?
We practiced and performed the new material.
We timed Mme GZ doing the presentation, and it was 4 minutes and 15 seconds long. So your presentation should be in the range of 5-6 minutes. Please don't have it be longer than that, otherwise we won't get all of the presentations done. We have 63 minutes of class time, and 9 presentations to listen to. That leaves us 7 minutes per presentation, not including time to switch up people! Let's be efficient, guys!
Homework: work on your presentations.
Intérro: l'addition, s'il vous plaît, je pense qu'il y a un erreur dans l'addition, le service est compris?
le 22 nov: We didn't do the intérro today because I wanted to spend more time on our content. We took up Tuesday's homework, then Wednesday's homework:
1. What appetizers do you have? Qu’est-ce que vous avez comme entrée?
2. There's an onion soup, a green salad, a tomato salad, a Caesar salad, some cheese puffs, and some escargot. Il y a une soupe de l’oignon, une salade verte, une salade césar, des gougères, et des escargots.
3. What main courses do you have? Qu’est-ce que vous avez comme plat principal?
4. There's a roast chicken, some duck, some scalloped potatoes, some pork and beans, some quiche, with some potatoes, some green beans, and some carrots. Il y a un poulet rôti, du canard, de la tartiflette, du cassoulet, de la quiche, avec des pommes de terre, des haricots verts, et des carottes.
We also had a great questions about the difference between qu'est-ce que and qu'est-ce que c'est:
Qu’est-ce que… = what
Qu’est-ce que c’est = what is it
We then learned most of the first section of our conversation, which involves deciding at home that you're hungry, and what you're going to do about it. I'm going to put our entire conversation here on the webpage (I did the audio of it for you last Sunday):
1. What appetizers do you have? Qu’est-ce que vous avez comme entrée?
2. There's an onion soup, a green salad, a tomato salad, a Caesar salad, some cheese puffs, and some escargot. Il y a une soupe de l’oignon, une salade verte, une salade césar, des gougères, et des escargots.
3. What main courses do you have? Qu’est-ce que vous avez comme plat principal?
4. There's a roast chicken, some duck, some scalloped potatoes, some pork and beans, some quiche, with some potatoes, some green beans, and some carrots. Il y a un poulet rôti, du canard, de la tartiflette, du cassoulet, de la quiche, avec des pommes de terre, des haricots verts, et des carottes.
We also had a great questions about the difference between qu'est-ce que and qu'est-ce que c'est:
Qu’est-ce que… = what
Qu’est-ce que c’est = what is it
We then learned most of the first section of our conversation, which involves deciding at home that you're hungry, and what you're going to do about it. I'm going to put our entire conversation here on the webpage (I did the audio of it for you last Sunday):
In case you're wondering, I took a picture of the sheets because they're on my computer at home, and I wanted to get them on the webpage asap.
We got up to "deux, s'il vous plaît" in the first paragraph. Check your notes for the translations.
Homework: Translate the following:
1. I'm hungry. I want to eat at the restaurant.
2. I'm going to phone for a reservation.
3. Do you want to eat at home?
4. I'm thirsty!
5. I'd like a reservation for tonight, please.
6. For how many people? Two people, please.
Intérro: j'ai faim, j'ai soif, est-ce que tu as faim? je vais téléphoner pour une réservation, tu voudrais manger chez nous?
We got up to "deux, s'il vous plaît" in the first paragraph. Check your notes for the translations.
Homework: Translate the following:
1. I'm hungry. I want to eat at the restaurant.
2. I'm going to phone for a reservation.
3. Do you want to eat at home?
4. I'm thirsty!
5. I'd like a reservation for tonight, please.
6. For how many people? Two people, please.
Intérro: j'ai faim, j'ai soif, est-ce que tu as faim? je vais téléphoner pour une réservation, tu voudrais manger chez nous?
le 21 nov: Today I sent the vast majority of you out into the hallway as you didn't do your homework. I can't stress enough how important it is to practice your French, otherwise you won't develop your fluency, and you won't do as well in my course as you could.
If you were sent out into the hall today, you must show me your completed homework from yesterday at the beginning of tomorrow's class. If you don't have it done, I won't let you stay in class.
We had a couple of presentations; thank you to those who went up in front of the class. We were getting a bit short on time at this point, so I gave you the following two types of coffee to learn:
un café allongé - a few shots of espresso with a touch of hot water
un café au lait - espresso (or just "coffee", as it's the same thing in France) with hot milk.
Homework: Translate the following:
1. What appetizers do you have?
2. There's an onion soup, a green salad, a tomato salad, a Caesar salad, some cheese puffs, and some escargot.
3. What main courses do you have?
4. There's a roast chicken, some duck, some scalloped potatoes, some pork and beans, some quiche, with some potatoes, some green beans, and some carrots.
Intérro: qu'est-ce que vous avez comme café? Comme café, il y a... un café, un café crème, un café allongé, un café au lait, une noisette.
If you were sent out into the hall today, you must show me your completed homework from yesterday at the beginning of tomorrow's class. If you don't have it done, I won't let you stay in class.
We had a couple of presentations; thank you to those who went up in front of the class. We were getting a bit short on time at this point, so I gave you the following two types of coffee to learn:
un café allongé - a few shots of espresso with a touch of hot water
un café au lait - espresso (or just "coffee", as it's the same thing in France) with hot milk.
Homework: Translate the following:
1. What appetizers do you have?
2. There's an onion soup, a green salad, a tomato salad, a Caesar salad, some cheese puffs, and some escargot.
3. What main courses do you have?
4. There's a roast chicken, some duck, some scalloped potatoes, some pork and beans, some quiche, with some potatoes, some green beans, and some carrots.
Intérro: qu'est-ce que vous avez comme café? Comme café, il y a... un café, un café crème, un café allongé, un café au lait, une noisette.
le 20 nov: After the intérro...
...we took up Friday's and Monday's homework:
Waiter: Hello sir, how are you? Welcome to the restaurant.
Customer: Thank you.
Waiter: Something to drink?
Customer: What drinks do you have?
Waiter: For drinks, there's Orangina and hot chocolate.
Customer: I'd like a coke.
Waiter: There isn't any more. What are you having?
Customer: I'd like a menu.
Waiter: Here's a menu.
Customer: What ice creams do you have?
Waiter: For ice cream, there's vanilla ice cream, chocolate ice cream, and coffee ice cream.
Customer: For me, vanilla ice cream.
Waiter: Ok! D’accord!
_____________________________________________________________________
What appetizers do you have? Qu’est-ce que vous avez comme entrée?
There’s… Il y a une salade verte.
I would like… Je voudrais une salade verte.
There isn’t any more. Il n’y en a plus.
I would like… Je voudrais une salade césar.
Very good, thank you. Très bien, merci.
_____________________________________________________________________
What main course do you have? Qu’est-ce que vous avez comme plat principaux?
There’s… Il y a un canard / du canard / le canard
I would like… Je voudrais un sandwich au jambon.
There isn’t any more. Il n’y en a plus.
I would like… Je voudrais le poulet rôti.
Very good, thank you. Très bien, merci.
We continued on with the powerpoint and got all the way to café allongé. We'll continue on with it tomorrow.
Homework: Write a conversation between a waiter and two customers using as much vocabulary as you can. Start from when the customers sit down all the way to having them order coffee (first they order drinks, then appies, then a main course, then dessert, then coffee). Make sure that the waiter says "there isn't any more" twice for each customer. Your goal is to use lots and lots of vocabulary. The conversation will probably be about a page long.
Intérro: un café (a coffee), une noisette (a coffee with a tiny bit of milk), un café crème (coffee with milk foam), les crèpes, les macarons, la tarte aux pommes. :)
- I would like a green salad. Je voudrais une salade verte.
- …a tomato salad. …une salade aux tomates.
- …some snails. …des escargots
- …some cheese puffs des gougères
- There isn’t any more! Il n’y en a plus!
...we took up Friday's and Monday's homework:
Waiter: Hello sir, how are you? Welcome to the restaurant.
Customer: Thank you.
Waiter: Something to drink?
Customer: What drinks do you have?
Waiter: For drinks, there's Orangina and hot chocolate.
Customer: I'd like a coke.
Waiter: There isn't any more. What are you having?
Customer: I'd like a menu.
Waiter: Here's a menu.
Customer: What ice creams do you have?
Waiter: For ice cream, there's vanilla ice cream, chocolate ice cream, and coffee ice cream.
Customer: For me, vanilla ice cream.
Waiter: Ok! D’accord!
_____________________________________________________________________
What appetizers do you have? Qu’est-ce que vous avez comme entrée?
There’s… Il y a une salade verte.
I would like… Je voudrais une salade verte.
There isn’t any more. Il n’y en a plus.
I would like… Je voudrais une salade césar.
Very good, thank you. Très bien, merci.
_____________________________________________________________________
What main course do you have? Qu’est-ce que vous avez comme plat principaux?
There’s… Il y a un canard / du canard / le canard
I would like… Je voudrais un sandwich au jambon.
There isn’t any more. Il n’y en a plus.
I would like… Je voudrais le poulet rôti.
Very good, thank you. Très bien, merci.
We continued on with the powerpoint and got all the way to café allongé. We'll continue on with it tomorrow.
Homework: Write a conversation between a waiter and two customers using as much vocabulary as you can. Start from when the customers sit down all the way to having them order coffee (first they order drinks, then appies, then a main course, then dessert, then coffee). Make sure that the waiter says "there isn't any more" twice for each customer. Your goal is to use lots and lots of vocabulary. The conversation will probably be about a page long.
Intérro: un café (a coffee), une noisette (a coffee with a tiny bit of milk), un café crème (coffee with milk foam), les crèpes, les macarons, la tarte aux pommes. :)
le 19 nov: Welcome to another wonderful week in the French classroom. Today we did our intérro:
...and then I showed you a Powerpoint on the various sorts of foods that you can order at a restaurant. We didn't get all the way through, just to "la tartiflette", Here's a PDF copy of the powerpoint:
- What sandwiches do you have? Qu’est-ce que vous avez comme sandwich?
- What ice cream do you have? Qu’est-ce que vous avez comme glace?
- There isn’t any more. Il n’y en a plus.
- There’s (a) chocolate ice cream. Il y a la (une) glace au chocolat.
- I would like a menu. Je voudrais un ménu.
- What drinks do you have? Qu’est-ce que vous avez comme boisson?
- There’s bottled beer. Il y a la bière en bouteille.
...and then I showed you a Powerpoint on the various sorts of foods that you can order at a restaurant. We didn't get all the way through, just to "la tartiflette", Here's a PDF copy of the powerpoint:
| restaurant_foods_for_grade_9.pdf |
We didn't take up the homework for today, so be sure you have it done for tomorrow.
Homework and intérro: Here's a picture from the board of your homework and intérro:
Homework and intérro: Here's a picture from the board of your homework and intérro:
le 18 nov: It's Sunday, yay! Just another workday for Mme GZ. Anyway, I created a sound recording of a conversation I'll be giving you this week, and I thought I'd put it on the website now. Here it is:
conversation_with_au_restaurant_vocab.m4a
The text for this conversation is pretty long, so I'll give it to you on paper rather than put it here on the webpage. See you tomorrow!
le 16 nov: After our intérro...
... I gave you some new vocabulary to add to your section on what a waiter says, and what a customer says:
Serveur: Bonjour Monsieur, et bienvenue au restaurant. Quelque chose à manger, quelque chose à boire? (Hello, Sir, and welcome to the restaurant. Something to eat, something to drink?)
Patron: Qu'est-ce que vous avez comme boisson? (What drinks do you have?)
Serveur: Comme boisson, il y a un coke, un Orangina... (For drinks, there's a coke, an Orangina...)
Patron: Qu'est-ce que vous avez comme sandwich? (What sandwiches do you have?)
Serveur: Comme sandwich, il y a un sandwich au jambon, un sandwich au fromage, et un sandwich au pâté (For sandwiches, there's a ham sandwich, a cheese sandwich, and a pâté sandwich).
Patron: Je voudrais un menu (I would like a menu).
Homework: Translate the following into French:
Waiter: Hello sir, how are you? Welcome to the restaurant.
Customer: Thank you.
Waiter: Something to drink?
Customer: What drinks do you have?
Waiter: For drinks, there's Orangina and hot chocolate.
Customer: I'd like a coke.
Waiter: There isn't any more. What are you having?
Customer: I'd like a menu.
Waiter: Here's a menu.
Customer: What ice creams do you have?
Waiter: For ice cream, there's vanilla ice cream, chocolate ice cream, and coffee ice cream.
Customer: For me, vanilla ice cream.
Waiter: Ok!
Intérro: qu'est-ce que vous avez comme boisson, qu'est-ce que vous avez comme sandwich, qu'est-ce que vous avez comme glace, je voudrais un menu, there isn't any more, there's bottled beer, there's chocolate ice cream. :)
The text for this conversation is pretty long, so I'll give it to you on paper rather than put it here on the webpage. See you tomorrow!
le 16 nov: After our intérro...
- I would like a chocolate ice cream. Je voudrais une glace au chocolat.
- For me, a cheese sandwich. Pour moi, un sandwich au fromage.
- a vanilla ice cream une glace à la vanille
- a chopped liver sandwich un sandwich au pâté
- a coffee ice cream une glace au café
- a ham sandwich un sandwich au jambon
... I gave you some new vocabulary to add to your section on what a waiter says, and what a customer says:
Serveur: Bonjour Monsieur, et bienvenue au restaurant. Quelque chose à manger, quelque chose à boire? (Hello, Sir, and welcome to the restaurant. Something to eat, something to drink?)
Patron: Qu'est-ce que vous avez comme boisson? (What drinks do you have?)
Serveur: Comme boisson, il y a un coke, un Orangina... (For drinks, there's a coke, an Orangina...)
Patron: Qu'est-ce que vous avez comme sandwich? (What sandwiches do you have?)
Serveur: Comme sandwich, il y a un sandwich au jambon, un sandwich au fromage, et un sandwich au pâté (For sandwiches, there's a ham sandwich, a cheese sandwich, and a pâté sandwich).
Patron: Je voudrais un menu (I would like a menu).
Homework: Translate the following into French:
Waiter: Hello sir, how are you? Welcome to the restaurant.
Customer: Thank you.
Waiter: Something to drink?
Customer: What drinks do you have?
Waiter: For drinks, there's Orangina and hot chocolate.
Customer: I'd like a coke.
Waiter: There isn't any more. What are you having?
Customer: I'd like a menu.
Waiter: Here's a menu.
Customer: What ice creams do you have?
Waiter: For ice cream, there's vanilla ice cream, chocolate ice cream, and coffee ice cream.
Customer: For me, vanilla ice cream.
Waiter: Ok!
Intérro: qu'est-ce que vous avez comme boisson, qu'est-ce que vous avez comme sandwich, qu'est-ce que vous avez comme glace, je voudrais un menu, there isn't any more, there's bottled beer, there's chocolate ice cream. :)
le 15 nov: Today we had our intérro, but I forgot to take up the homework. :( Sorry about that! Today we listened to two more comic strips from the cassette, and learned the following new vocabulary:
un sandwich au fromage
un sandwich au pâté
un sandwich au jambon
la glace a la vanille
la glace au chocolat
la glace au café
We started to list all the drinks, main courses, and desserts that we know so far, and this is as far as we got:
un café
un coke
un thé
un chocolat chaud
un Orangina
un bière en bouteille
un Perrier
un jus d'orange
Homework: finish putting the sandwiches and the ice cream in the appropriate places in your blue booklet, and put in the last drink that's missing from our list (it's in the cartoony sheet). Then make sure you've done yesterday's homework so that we can present some skits in class.
Intérro: un sandwich au fromage., un sandwich au pâté, un sandwich au jambon. la glace a la vanille, la glace au chocolat,
la glace au café, je voudrais, pour moi :)
un sandwich au fromage
un sandwich au pâté
un sandwich au jambon
la glace a la vanille
la glace au chocolat
la glace au café
We started to list all the drinks, main courses, and desserts that we know so far, and this is as far as we got:
un café
un coke
un thé
un chocolat chaud
un Orangina
un bière en bouteille
un Perrier
un jus d'orange
Homework: finish putting the sandwiches and the ice cream in the appropriate places in your blue booklet, and put in the last drink that's missing from our list (it's in the cartoony sheet). Then make sure you've done yesterday's homework so that we can present some skits in class.
Intérro: un sandwich au fromage., un sandwich au pâté, un sandwich au jambon. la glace a la vanille, la glace au chocolat,
la glace au café, je voudrais, pour moi :)
le 14 nov: Today we started our new unit, "Au restaurant". I gave you two handouts (a cartoony sheet for our cassette exercise, and an organizer to make notes on). We listened to the things that a server says, and things that a customer says, and put them in our organizer. We practiced a short conversation between a waiter and a customer.
Homework: Pretend that three people are going to a restaurant. The waiter is going to speak to each of them, asking them a different question each time (to find out what they want). Each customer is going to order a different drink, and tell the waiter what they want using one of the three ways we learned about (I would like..., ,for me, .... and just naming the item with "please".
Intérro: vous désirez? pour vous? Je voudrais.... pour moi.... un café, un thé, un coke, s'il vous plaît.
Homework: Pretend that three people are going to a restaurant. The waiter is going to speak to each of them, asking them a different question each time (to find out what they want). Each customer is going to order a different drink, and tell the waiter what they want using one of the three ways we learned about (I would like..., ,for me, .... and just naming the item with "please".
Intérro: vous désirez? pour vous? Je voudrais.... pour moi.... un café, un thé, un coke, s'il vous plaît.
le 13 nov: We did our "La famille" test today, and we start our last unit, "Au restaurant" tomorrow. :)
le 9 novembre: Today was crazy, as the school scheduled our Remembrance Day ceremony during our 3rd block class time. We went down to the gym, so our time to do our projects was very limited. We had 20 minutes at the end of the block, and between that 20 minutes and lunchtime, a lot of students did their projects. There are only a few students who are left; they'll come in after school today, and then we'll be all done.
Don't forget that your test is on Tuesday. Please take a look at the picture of the board from Nov 7 to see what adjectives and hobbies are going to be on the test. You don't need to know your numbers. Have a great long weekend! :)
Don't forget that your test is on Tuesday. Please take a look at the picture of the board from Nov 7 to see what adjectives and hobbies are going to be on the test. You don't need to know your numbers. Have a great long weekend! :)
le 8 nov: Today we did our projects. We didn't get through all of them, and I asked that some of you come after school to present at that time. There was some confusion, as I meant 3:10, but some of you thought that I meant at the beginning of the collab block. Just to be fair, what I've decided is that if you didn't present today in class, you can present tomorrow in class. We'll put the test off until Tuesday. If you really want to write the test tomorrow, you can, I'll have it ready. Have a great evening! :)
le 7 nov: Today we had our intérro, then I asked you who wanted to have a "Family Tree Tutorial" as opposed to working quietly. Some of you went to the MPR or the library, and the rest of you worked with me in the classroom. I think it was really productive.
As a class, we decided on the following vocab for our test on Friday:
As a class, we decided on the following vocab for our test on Friday:
Good luck tomorrow on your presentations! :)
le 6 nov: Today we wrote a whole pile of personality and physical adjectives on the board, as well as hobbies:
We reviewed (and learned) that in order to make:
-a masculine adjective feminine, usually add an "e"
-if it already ends with an "e" in the masculine form, don't add another one
-if the adjective ends with "eur" or "eux", change the ending to "euse" to make the adjective feminine
-a singular adjective plural, usually add an "s"
-if the adjective already ends in an "s" in the singular form, don't add another one
-if the adjective ends in an "x" in the singular form, just keep it as is
Remember that if you're making an adjective feminine and plural, you'd make the adjective feminine first, then make it plural:
Il est courageux / Elles sont courageuses
Il est travailleur / Elles sont travailleuses
We then took a look at a couple of slides of a powerpoint so that we could use the vocab on the board to create sentences about the families we were seeing. We included:
-the person's name
-their title
-their age
-personality trait
-physical trait
-a hobby
Eg: Bonjour, je m'appelle Marie. J'ai un mari, il s'appelle Jacques. Il a quatorze ans. Il est grand et sympa. Il aime tricoter.
Homework: Imagine this situation: Fred wants to meet a girl, and Paul has a female friend that he thinks Fred might like. Write down some sentences that you think Paul might say about the girl, knowing that he's trying to make her sound really good. Include name, age, three physical traits, three personality traits, and three hobbies.
Then, write another group of sentences about a different girl. Imagine that Fred still wants to meet a girl, and he's asked his friend Claire to find someone for him. But Claire wants to date Fred, so she's going to describe someone using really unflattering adjectives. Include name, age, three physical traits, three personality traits, and three hobbies for this second girl.
Intérro: Je suis, tu es, il est, elle est, nous sommes, parasseux/parasseuse (and the plurals), grincheux/grincheuse (and the plurals), inamicale (and the plurals), j'ai, tu as, il a, elle a, nous avons, les cheveux bouclés, les yeux bleus, les cheveux ondulés. I know it's a lot of words, but you need to practice them for your project and your test. :)
-a masculine adjective feminine, usually add an "e"
-if it already ends with an "e" in the masculine form, don't add another one
-if the adjective ends with "eur" or "eux", change the ending to "euse" to make the adjective feminine
-a singular adjective plural, usually add an "s"
-if the adjective already ends in an "s" in the singular form, don't add another one
-if the adjective ends in an "x" in the singular form, just keep it as is
Remember that if you're making an adjective feminine and plural, you'd make the adjective feminine first, then make it plural:
Il est courageux / Elles sont courageuses
Il est travailleur / Elles sont travailleuses
We then took a look at a couple of slides of a powerpoint so that we could use the vocab on the board to create sentences about the families we were seeing. We included:
-the person's name
-their title
-their age
-personality trait
-physical trait
-a hobby
Eg: Bonjour, je m'appelle Marie. J'ai un mari, il s'appelle Jacques. Il a quatorze ans. Il est grand et sympa. Il aime tricoter.
Homework: Imagine this situation: Fred wants to meet a girl, and Paul has a female friend that he thinks Fred might like. Write down some sentences that you think Paul might say about the girl, knowing that he's trying to make her sound really good. Include name, age, three physical traits, three personality traits, and three hobbies.
Then, write another group of sentences about a different girl. Imagine that Fred still wants to meet a girl, and he's asked his friend Claire to find someone for him. But Claire wants to date Fred, so she's going to describe someone using really unflattering adjectives. Include name, age, three physical traits, three personality traits, and three hobbies for this second girl.
Intérro: Je suis, tu es, il est, elle est, nous sommes, parasseux/parasseuse (and the plurals), grincheux/grincheuse (and the plurals), inamicale (and the plurals), j'ai, tu as, il a, elle a, nous avons, les cheveux bouclés, les yeux bleus, les cheveux ondulés. I know it's a lot of words, but you need to practice them for your project and your test. :)
le 5 nov: Today we started working on a sample family tree, but there were some problems focusing, and some of you opted to work out in the hallway. After a minute or two, the class resumed learning, and we worked on the following:
Just remember for your project: You can put as many people as you want on your tree, but I'd only mention the title of about 10. Then you're to go into detail about 5 of them only. The details include: title, name, age, two physical traits, two personality traits, and a hobby. You will only have three minutes to do your tree, don't forget! :)
We also worked a bit on how to say that you don't have a certain relation. Mme GZ, for example, doesn't have any daughters. The way I would say that is, je n'ai pas de fille. The negative "ne" and "pas" wrap around the verb avoir, then you put de after pas, then the title of the relative that you don't have. Here are some more examples:
Il n'a pas de frère - He doesn't have any brothers.
Nous n'avons pas de grands-parents. We don't have any grandparents.
For homework, I'd like you to practice this by translating the following sentences into French:
1. Hello, my name is Bob.
2. Here is my family tree.
3. I have a mother, a father, and a sister.
4. I don't have any brothers.
5. My sister has curly hair.
6. She doesn't have any children.
7. My cousin (m) is good-looking and fashionable.
8. He doesn't have a husband.
9. My half brother doesn't have a foster brother.
10. Thank you!
Intérro: avoir in the je, tu, il, and elle forms (j'ai, tu as, il a, elle a), une grand-mère, un grand-père, un beau-frère, une belle-soeur, un oncle, une tante.
We also worked a bit on how to say that you don't have a certain relation. Mme GZ, for example, doesn't have any daughters. The way I would say that is, je n'ai pas de fille. The negative "ne" and "pas" wrap around the verb avoir, then you put de after pas, then the title of the relative that you don't have. Here are some more examples:
Il n'a pas de frère - He doesn't have any brothers.
Nous n'avons pas de grands-parents. We don't have any grandparents.
For homework, I'd like you to practice this by translating the following sentences into French:
1. Hello, my name is Bob.
2. Here is my family tree.
3. I have a mother, a father, and a sister.
4. I don't have any brothers.
5. My sister has curly hair.
6. She doesn't have any children.
7. My cousin (m) is good-looking and fashionable.
8. He doesn't have a husband.
9. My half brother doesn't have a foster brother.
10. Thank you!
Intérro: avoir in the je, tu, il, and elle forms (j'ai, tu as, il a, elle a), une grand-mère, un grand-père, un beau-frère, une belle-soeur, un oncle, une tante.
le premier novembre: We had our intérro, then went over some physical adjectives to go with our personality adjectives that we already learned. We learned:
grand/grande
big/tall
petit/petite
small/short
mince
thin/skinny
pôtelé/pôtelée
chubby
joli/jolie
pretty
beau/belle
good-looking
laid/laide
ugly
à la mode
fashionable
démodé(e)
out of fashion
roux/rousse
redheaded
les cheveux…
hair….
...bouclés
….curly
…noirs
….black
…bruns
…..brown
…longs
….long
…courts
….short
…mi-longs
…mid-length
…raides
….straight
…ondulés
…wavy
les yeux…
eyes….
…bleus
…blue
…verts
….green
…noisette
….hazel
...bruns
…brown
des taches de rousseur
some freckles
des fossettes
some dimples
We also learned that adjectives must be masculine if they're describing a male, and feminine if they're describing a female. For example:
Ma soeur est grande - My sister is tall.
Mon frère est grand. - My brother is tall.
We figured out some rules:
-You can usually just add an "e" to the end of a masculine adjective to make it feminine.
-If a masculine adjective already has an "e" at the end of it, don't change it. Masc and fem will take the same form.
-If a masculine adjective has an "é" at the end of it, it's not considered an "e", but an "e accent aîgu", so you would add an "e" to make it feminine. Eg: "Ma soeur est pôtélée."
We worked on the following sentences:
Homework:
Write out a family tree project with the following people:
-foster mother
-foster father
-foster sister
-foster brother
-grandmother
-grandfather
Start your paragraph with: "Hello, my name is XXXX and here is my family tree."
Mention the following for each person:
-their title
-their name
-their age
-a personality trait
-a physical trait
-a hobby
For example:
Hello, my name is Nancy, and here is my family tree. Here is my foster father, his name is Fred. He's 50 years old, He's tall, and nice. He likes to fish.
Do the same for each of the family members.
Intérro: pôtelé, laid, à la mode, démodé, drôle, lâche in both the feminine and masculine forms, mon beau-père, ma belle-soeur, mon demi-frère, ma demi-soeur, mon père adoptif, ma mère adoptive, and the verb être for just il and elle (est). Eg:
Ma belle-soeur est pôtelée. :)
grand/grande
big/tall
petit/petite
small/short
mince
thin/skinny
pôtelé/pôtelée
chubby
joli/jolie
pretty
beau/belle
good-looking
laid/laide
ugly
à la mode
fashionable
démodé(e)
out of fashion
roux/rousse
redheaded
les cheveux…
hair….
...bouclés
….curly
…noirs
….black
…bruns
…..brown
…longs
….long
…courts
….short
…mi-longs
…mid-length
…raides
….straight
…ondulés
…wavy
les yeux…
eyes….
…bleus
…blue
…verts
….green
…noisette
….hazel
...bruns
…brown
des taches de rousseur
some freckles
des fossettes
some dimples
We also learned that adjectives must be masculine if they're describing a male, and feminine if they're describing a female. For example:
Ma soeur est grande - My sister is tall.
Mon frère est grand. - My brother is tall.
We figured out some rules:
-You can usually just add an "e" to the end of a masculine adjective to make it feminine.
-If a masculine adjective already has an "e" at the end of it, don't change it. Masc and fem will take the same form.
-If a masculine adjective has an "é" at the end of it, it's not considered an "e", but an "e accent aîgu", so you would add an "e" to make it feminine. Eg: "Ma soeur est pôtélée."
We worked on the following sentences:
- My father is tall. Mon père est grand.
- My sister is chubby Ma soeur est pôtélée.
- My brother is lazy. Mon frère est parasseux.
- My brother-in-law is stupid. Mon beau-frère est stupide.
Homework:
Write out a family tree project with the following people:
-foster mother
-foster father
-foster sister
-foster brother
-grandmother
-grandfather
Start your paragraph with: "Hello, my name is XXXX and here is my family tree."
Mention the following for each person:
-their title
-their name
-their age
-a personality trait
-a physical trait
-a hobby
For example:
Hello, my name is Nancy, and here is my family tree. Here is my foster father, his name is Fred. He's 50 years old, He's tall, and nice. He likes to fish.
Do the same for each of the family members.
Intérro: pôtelé, laid, à la mode, démodé, drôle, lâche in both the feminine and masculine forms, mon beau-père, ma belle-soeur, mon demi-frère, ma demi-soeur, mon père adoptif, ma mère adoptive, and the verb être for just il and elle (est). Eg:
Ma belle-soeur est pôtelée. :)
le 31 octobre: Today we did our intérro:
-start off with "here is my family tree"
-"how many people are in my family? There are x people in my family"
-here is my... "(list off a few family members that you have put on your tree. If you don't have too many on there, you can mention them all... just mention, don't talk about. If you have a lot of family members on your tree, just mention a few.
-talk about 5 family members in detail (one of them can be you). Talk about:
-their title
-their name (using s'appeler)
-their age
-personality characteristics
-physical characteristics
-hobbies
You have a maximum of three minutes to do your family tree (otherwise we won't get all the presentations done). I'm going to time you with my phone, please practice your presentation so that you don't spend a lot of time with "umm..."s and lengthy pauses.
We then learned some new vocabulary about foster families:
favoriser - to foster
Intérro: All the bolded foster family vocabulary above. We'll be making sentences with être, but just je suis, tu es, il est, elle est, such as "Pierre is a foster dad" or "Emily is a foster sister". :)
- She likes to play hockey. Elle aime jouer au hockey.
- He likes to play rugby. Il aime jouer au rugby.
- I like to hunt. J’aime faire de la chasse.
- You like to read. Tu aimes lire.
- She likes to fish. Elle aime faire de la pêche.
-start off with "here is my family tree"
-"how many people are in my family? There are x people in my family"
-here is my... "(list off a few family members that you have put on your tree. If you don't have too many on there, you can mention them all... just mention, don't talk about. If you have a lot of family members on your tree, just mention a few.
-talk about 5 family members in detail (one of them can be you). Talk about:
-their title
-their name (using s'appeler)
-their age
-personality characteristics
-physical characteristics
-hobbies
You have a maximum of three minutes to do your family tree (otherwise we won't get all the presentations done). I'm going to time you with my phone, please practice your presentation so that you don't spend a lot of time with "umm..."s and lengthy pauses.
We then learned some new vocabulary about foster families:
favoriser - to foster
Intérro: All the bolded foster family vocabulary above. We'll be making sentences with être, but just je suis, tu es, il est, elle est, such as "Pierre is a foster dad" or "Emily is a foster sister". :)
le 30 octobre: Today we had our intérro, and didn't count spelling for the numbers, which was nice! We then came up with some hobbies for our family tree:
faire des puzzles - to do puzzles
faire des maquettes - to make models
faire de l'haltérophilie - to work out
faire de la pêche - to fish
faire de la chasse - to hunt
faire la randonnée - to hike
faire le menage - to do housework
jouer de la musique - to play music
jouer au hockey - to play hockey
jouer au rugby - to play rugby
cuisinier - to cook/to bake
danser - to dance
lire - to read
tricoter - to knit
regarder la télé - to watch tv
So that's a lot of verbs, right? Imagine if you had to learn how to conjugate all of them so that you could say that your dad fishes, you play music, and your cousins read? That's a lot of learning! Luckily, we figured out a way to talk about the hobbies without having to conjugate any of the verbs in the above list: just put the conjugated form of aimer in front:
j'aime nous aimons
tu aimes vous aimez
il aime ils aiment
elle aime elles aiment
Here are some examples what we came up with:
Homework: Using the homework you did for today (that we didn't take up), add a hobby to each of the people you talked about.
Intérro: j'aime, tu aimes, il aime, elle aime, faire de la pêche, faire de la chasse, jouer au hockey, jouer au rugby, lire. We'll be putting sentences together like the examples above, such as "I like to fish" or "You like to play hockey". :)
faire des puzzles - to do puzzles
faire des maquettes - to make models
faire de l'haltérophilie - to work out
faire de la pêche - to fish
faire de la chasse - to hunt
faire la randonnée - to hike
faire le menage - to do housework
jouer de la musique - to play music
jouer au hockey - to play hockey
jouer au rugby - to play rugby
cuisinier - to cook/to bake
danser - to dance
lire - to read
tricoter - to knit
regarder la télé - to watch tv
So that's a lot of verbs, right? Imagine if you had to learn how to conjugate all of them so that you could say that your dad fishes, you play music, and your cousins read? That's a lot of learning! Luckily, we figured out a way to talk about the hobbies without having to conjugate any of the verbs in the above list: just put the conjugated form of aimer in front:
j'aime nous aimons
tu aimes vous aimez
il aime ils aiment
elle aime elles aiment
Here are some examples what we came up with:
- I like to hunt. J’aime faire de la chasse.
- They (f) like to work out. Elles aiment faire de l’haltérophilie.
- They (m) like to hike. Ils aiment faire la randonnée.
Homework: Using the homework you did for today (that we didn't take up), add a hobby to each of the people you talked about.
Intérro: j'aime, tu aimes, il aime, elle aime, faire de la pêche, faire de la chasse, jouer au hockey, jouer au rugby, lire. We'll be putting sentences together like the examples above, such as "I like to fish" or "You like to play hockey". :)
le 29 octobre: I forgot to give you your intérro today! Oh dear! We had a little 3-minute quiz to see how you're doing with homework, organization, and learning your adjectives. We then learned how to say numbers from 100-900, 1000, and 50 so that we could play Farkle in French, which we did. I then wrote all the numbers from 20-100 on the board, so that we can talk about parents' and grandparents' ages. If you didn't take notes, take a look at this site for your numbers:
blogs.transparent.com/french/french-numbers-1-100/
Intérro: I'll pick a series of numbers from 1-100 and you write them in French. I won't pick from the '80's column.
Homework: Pick three people you might find on a family tree (mon frère, ma tante, ma mère, whatever) and write as much as you can about them, including names, ages, and lots of personality traits.
blogs.transparent.com/french/french-numbers-1-100/
Intérro: I'll pick a series of numbers from 1-100 and you write them in French. I won't pick from the '80's column.
Homework: Pick three people you might find on a family tree (mon frère, ma tante, ma mère, whatever) and write as much as you can about them, including names, ages, and lots of personality traits.
le 26 octobre: Today we did our intérro, talked about the difference between mistakes and "dumb" mistakes, then I taught you the dice game "Farkle", also known as "10,000". We played it in English today, but we'll play it in French on Monday.
Homework: no homework!
Intérro for Monday: l'aîné, la cadette, le benjamin, je suis, tu es, il est, elle est, ans, j'ai, tu as, il a, elle a, dix, onze, douze, treize. :)
Homework: no homework!
Intérro for Monday: l'aîné, la cadette, le benjamin, je suis, tu es, il est, elle est, ans, j'ai, tu as, il a, elle a, dix, onze, douze, treize. :)
le 25 octobre: Today we learned how to say "oldest" (l'aîné), "middle child" (la cadette) and "youngest" (le benjamin). We also played "je passe" so that we could learn our numbers.
Intérro: J'ai, il a, elle a, je suis, il est, elle est, l'aîné, la cadette le benjamin, quatorze, quinze, seize. :)
Intérro: J'ai, il a, elle a, je suis, il est, elle est, l'aîné, la cadette le benjamin, quatorze, quinze, seize. :)
le 24 octobre: Today, after our intérro, we took up the homework (English first, then French):
I am stupid.
You are unfriendly!
He is cowardly.
She is warm.
We are selfish.
You (pl) are shy.
They (m) are funny.
They (f) are sporty.
Here is my family tree. Here is my brother. He is hardworking, refined, and generous.
Je suis stupide.
Tu es inamicale.
Il est lâche.
Elle est chalereuse.
Nous sommes égoïste.
Vous êtes timides.
Ils sont drôles.
Elles sont sportives.
Voici mon arbre généalogique.
Voici mon frère.
Il est travailleur, raffiné, et généreux.
I then gave you two family trees, verbally, and you drew them out to see how well you could understand verbal French.
No homework, no intérro. :)
I am stupid.
You are unfriendly!
He is cowardly.
She is warm.
We are selfish.
You (pl) are shy.
They (m) are funny.
They (f) are sporty.
Here is my family tree. Here is my brother. He is hardworking, refined, and generous.
Je suis stupide.
Tu es inamicale.
Il est lâche.
Elle est chalereuse.
Nous sommes égoïste.
Vous êtes timides.
Ils sont drôles.
Elles sont sportives.
Voici mon arbre généalogique.
Voici mon frère.
Il est travailleur, raffiné, et généreux.
I then gave you two family trees, verbally, and you drew them out to see how well you could understand verbal French.
No homework, no intérro. :)
le 23 octobre: After the intérro, we tried a game of you miming out some adjectives, c'était nul!! We'll try it a different way another time. ;)
We took up the following adjectives:
génereux/génereuse
generous
égoïste
selfish
ouvert/ouverte
outgoing
timide
shy
chalereux/chalereuse
warm/caring
distant/distante
aloof
joyeux/joyeuse
happy
sensationnel (le)
sensational
grincheux/grincheuse
grumpy
courageux/courageuse
brave
lâche
cowardly
sympa
nice
inamical(e)
unfriendly
travailleur/travailleuse
hard-working
parasseux/parasseuse
lazy
sportif/sportive
sporty
drôle
funny
ennuyeux/ennuyeuse
boring
intelligent(e)
smart
stupid(e)
stupid
raffiné/raffinée
refined
I then gave you the conjugations of the verb être (to be):
je suis nous sommes
tu es vous êtes
il est ils sont
elle est elles sont
Homework: Translate the following sentences:
I am stupid.
You are unfriendly!
He is cowardly.
She is warm.
We are selfish.
You (pl) are shy.
They (m) are funny.
They (f) are sporty.
Here is my family tree. Here is my brother. He is hardworking, refined, and generous.
Intérro:
je suis, tu es, il est, elle est, égoïste, courageux/courageuse, lâche, joyeux/joyeuse, ennuyeux/ennuyeuse mon frère, ma soeur
We took up the following adjectives:
génereux/génereuse
generous
égoïste
selfish
ouvert/ouverte
outgoing
timide
shy
chalereux/chalereuse
warm/caring
distant/distante
aloof
joyeux/joyeuse
happy
sensationnel (le)
sensational
grincheux/grincheuse
grumpy
courageux/courageuse
brave
lâche
cowardly
sympa
nice
inamical(e)
unfriendly
travailleur/travailleuse
hard-working
parasseux/parasseuse
lazy
sportif/sportive
sporty
drôle
funny
ennuyeux/ennuyeuse
boring
intelligent(e)
smart
stupid(e)
stupid
raffiné/raffinée
refined
I then gave you the conjugations of the verb être (to be):
je suis nous sommes
tu es vous êtes
il est ils sont
elle est elles sont
Homework: Translate the following sentences:
I am stupid.
You are unfriendly!
He is cowardly.
She is warm.
We are selfish.
You (pl) are shy.
They (m) are funny.
They (f) are sporty.
Here is my family tree. Here is my brother. He is hardworking, refined, and generous.
Intérro:
je suis, tu es, il est, elle est, égoïste, courageux/courageuse, lâche, joyeux/joyeuse, ennuyeux/ennuyeuse mon frère, ma soeur
le 22 octobre: Hope you had a great long weekend! Today we learned all about how to say that someone is a step brother or sister (no relation through parents), or a half brother or sister (they share one parent, genetically):
We then went over a couple of adjectives:
heureux/heureuse - happy (masculine, then feminine)
triste - sad
égoïste - selfish
We "ran out of time" so I'll give you another couple of adjectives to translate for homework and intérro. ;)
Intérro:
Translate the following: grand/grande, petit/petite, mince, pôtelé/pôtelé, and the "je" and "elle" form of être (je suis, elle est)
Here are some example sentences:
She's chubby. Elle est pôtelée.
I'm short. Je suis petit.
Etc. :)
heureux/heureuse - happy (masculine, then feminine)
triste - sad
égoïste - selfish
We "ran out of time" so I'll give you another couple of adjectives to translate for homework and intérro. ;)
Intérro:
Translate the following: grand/grande, petit/petite, mince, pôtelé/pôtelé, and the "je" and "elle" form of être (je suis, elle est)
Here are some example sentences:
She's chubby. Elle est pôtelée.
I'm short. Je suis petit.
Etc. :)
le 18 octobre: We had a short day today, so we didn't get too much done. We went over how to conjugate the verb s'appeler, and I wrote the conjugations on the board. We then took up yesterday's work by watching me draw a family tree on the board:
We then went over the rest of yesterday's work by having 7 of you come to the front and say who family members are, and how to say what their names are. Good job!
I gave you a bit more vocabulary: mon cousin, ma cousine.
I'll put some homework and intérro up on the webpage when I have a bit more time. I'm trying to get this done before lunch ends! :)
I gave you a bit more vocabulary: mon cousin, ma cousine.
I'll put some homework and intérro up on the webpage when I have a bit more time. I'm trying to get this done before lunch ends! :)
le 16 octobre: Today we continued along with our family unit, and learned the following new vocabulary: ma femme, (my wife), mon mari (my husband), mon fils (my son), les enfants (the children), ma fille (my daughter), ma belle-soeur (my sister-in-law), mon beau-frère (my brother-in-law),
No homework, no intérro. :)
No homework, no intérro. :)
le 15 octobre: Today we began our new unit, "La famille". I told you all about the project and the test, as well as what we're going to be studying. I showed you how to draw a family tree, and taught you the term "l'arbre généalogique" (family tree). I gave you vocab which will be on your intérro tomorrow:
Intérro: ma mère, mon père, mon frère, ma soeur, ma tante, mon oncle. That's it, no verbs. :)
Intérro: ma mère, mon père, mon frère, ma soeur, ma tante, mon oncle. That's it, no verbs. :)
le 14 octobre: It's actually Sunday night, and I've put together your project and test schedule for our next unit, "La famille" (the family). Here's an overview of what we're learning:
-how to draw out a family tree;
-lots of different relatives, including step and half parents/siblings, and foster families;
-how to say my, your, his, her, our, your (pl), and their
-oldest, middle, and youngest
-how to describe your family members: names, where they live, how old they are, physical characteristics, personality characteristics, and hobbies;
-negatives and the formation of questions.
Your project will be on November 8, and will be a poster of your family tree, nicely labelled, drawn neatly, and in colour. You can put as many members of your family on the poster, but you'll only be talking about 5 of them. You'll have to say all the things that we've learned about describing family members (see the list above). You may not read from a script, but you can perform in our semi-circle rather than in front of the class. Your presentation shouldn't take more than 5 minutes. Here's a sample of what you might say (but I'll write in English):
Hello, my name is Nancy, and here is my family tree. How many people are in my family? There are 12 people in my family: my mother, my father, my sister, my two brothers, my aunt, my uncle, my two cousins, my grandmother, my grandfather, and me. My mother's name is Betty, she is 98 years old. She lives in Toronto. She is short, thin, and has wavy grey hair. She's very smart and friendly. She likes to watch tv. etc for four more family members only.
Your test will be on Friday November 9.
-how to draw out a family tree;
-lots of different relatives, including step and half parents/siblings, and foster families;
-how to say my, your, his, her, our, your (pl), and their
-oldest, middle, and youngest
-how to describe your family members: names, where they live, how old they are, physical characteristics, personality characteristics, and hobbies;
-negatives and the formation of questions.
Your project will be on November 8, and will be a poster of your family tree, nicely labelled, drawn neatly, and in colour. You can put as many members of your family on the poster, but you'll only be talking about 5 of them. You'll have to say all the things that we've learned about describing family members (see the list above). You may not read from a script, but you can perform in our semi-circle rather than in front of the class. Your presentation shouldn't take more than 5 minutes. Here's a sample of what you might say (but I'll write in English):
Hello, my name is Nancy, and here is my family tree. How many people are in my family? There are 12 people in my family: my mother, my father, my sister, my two brothers, my aunt, my uncle, my two cousins, my grandmother, my grandfather, and me. My mother's name is Betty, she is 98 years old. She lives in Toronto. She is short, thin, and has wavy grey hair. She's very smart and friendly. She likes to watch tv. etc for four more family members only.
Your test will be on Friday November 9.
le 12 octobre: Test day! Have a great weekend, see you Monday. :)
le 11 oct: We had another great day listening to presentations. If you haven't gone yet because I haven't gotten to you yet, you could try coming in after school today, or presenting some time tomorrow. If you haven't gone yet because we've talked and have another arrangement, we'll just stick to whatever we've arranged.
Remember that you have your test tomorrow. I just wrote it, and it's easy as pie! Make sure you know the following:
-how to spell the 8 shops that we know the workers for;
-how to spell the worker's titles;
-the conjugations (all 8 of them) for aller, trouver, chercher, sortir, entrer, travailler, and what prepositions go with which verbs (and which verbs don't take any prepositions!)
That's pretty much it. I didn't ask you to list off any adverbs of order (puis, ensuite, etc). See you tomorrow!
Remember that you have your test tomorrow. I just wrote it, and it's easy as pie! Make sure you know the following:
-how to spell the 8 shops that we know the workers for;
-how to spell the worker's titles;
-the conjugations (all 8 of them) for aller, trouver, chercher, sortir, entrer, travailler, and what prepositions go with which verbs (and which verbs don't take any prepositions!)
That's pretty much it. I didn't ask you to list off any adverbs of order (puis, ensuite, etc). See you tomorrow!
le 10 octobre: We had a much better day today. I feel that I have touched base with most if not all of the students who need a bit of extra help with the project. Remember to come and talk to me if you need assistance.
Don't forget you have a test on Friday. See yesterday's entry for the contents of the test. :)
Don't forget you have a test on Friday. See yesterday's entry for the contents of the test. :)
le 9 octobre: Happy Thanksgiving! We had an interesting class today, as many of you weren't ready to present. Some of your reasons included:
-I didn't give you enough notice that the project was due on October 9;
-I didn't give you a handout about what is on the project, rather, I just explained it on the board;
-I didn't put detailed information about the project on the webpage until October 4;
-You were busy all weekend;
-You are unable to memorize anything;
-You don't understand French.
I will agree in part with the first three statements; I told you all today that I can give you more detailed information about projects in written (handout) form as well as on the webpage very early on in the unit.
I'm afraid however that I don't accept the last three statements, and here's why:
-if you knew you would be busy on the weekend, you should have done your work before the weekend, or made some other arrangement with me before you left.
-if you have a medical condition which affects memory, I will need to see a doctor's note or your IEP. If you just find it difficult to memorize French, they you will have to step up your study methods, and how mindfully you do your homework each night and study for our daily intérros. I can help you with that, but you need to come to me to arrange it.
-if you "can't do French", see my point above. If you've decided that you're going to fail this course, there's not much I can do. You know I'll do my best to give you a passing grade, but you have to want it. If you don't want to pass, please let your parents know before parent-teacher interviews next week, so we can discuss it.
We didn't get through too many projects today, but I'm hoping we'll do better tomorrow. Don't forget to STUDY FOR YOUR TEST ON THIS MATERIAL WHICH IS TAKING PLACE ON FRIDAY OCTOBER 12 (it's been on the front board for awhile). The test will cover the following:
-la boucherie/le boucher
-l'épicerie/l'épicier
-la boulangerie/le boulanger
-la pâtisserie/le pâtissier
-la confiserie/le confisier
-la charcuterie/le charcutier
-la laiterie/le laitier
-la pharmacie/le pharmacien
-the verbs aller, entrer dans, sortir de, chercher, trouver, travailler in all conjugations
-the expression Où est...? for stores and people
-d'abord, puis, après ça, ensuite, enfin
-the question Qui travaille à la....." and the answer (Le xxx travaille à la....) Look at Sept 27's notes if you're not sure about this.
Good luck with your projects tomorrow! And with studying for your test!
-I didn't give you enough notice that the project was due on October 9;
-I didn't give you a handout about what is on the project, rather, I just explained it on the board;
-I didn't put detailed information about the project on the webpage until October 4;
-You were busy all weekend;
-You are unable to memorize anything;
-You don't understand French.
I will agree in part with the first three statements; I told you all today that I can give you more detailed information about projects in written (handout) form as well as on the webpage very early on in the unit.
I'm afraid however that I don't accept the last three statements, and here's why:
-if you knew you would be busy on the weekend, you should have done your work before the weekend, or made some other arrangement with me before you left.
-if you have a medical condition which affects memory, I will need to see a doctor's note or your IEP. If you just find it difficult to memorize French, they you will have to step up your study methods, and how mindfully you do your homework each night and study for our daily intérros. I can help you with that, but you need to come to me to arrange it.
-if you "can't do French", see my point above. If you've decided that you're going to fail this course, there's not much I can do. You know I'll do my best to give you a passing grade, but you have to want it. If you don't want to pass, please let your parents know before parent-teacher interviews next week, so we can discuss it.
We didn't get through too many projects today, but I'm hoping we'll do better tomorrow. Don't forget to STUDY FOR YOUR TEST ON THIS MATERIAL WHICH IS TAKING PLACE ON FRIDAY OCTOBER 12 (it's been on the front board for awhile). The test will cover the following:
-la boucherie/le boucher
-l'épicerie/l'épicier
-la boulangerie/le boulanger
-la pâtisserie/le pâtissier
-la confiserie/le confisier
-la charcuterie/le charcutier
-la laiterie/le laitier
-la pharmacie/le pharmacien
-the verbs aller, entrer dans, sortir de, chercher, trouver, travailler in all conjugations
-the expression Où est...? for stores and people
-d'abord, puis, après ça, ensuite, enfin
-the question Qui travaille à la....." and the answer (Le xxx travaille à la....) Look at Sept 27's notes if you're not sure about this.
Good luck with your projects tomorrow! And with studying for your test!
le 4 octobre: Good to be back! I caught the tail end of your presentations today, and I have the following comments:
-first of all, good for you,
-please don't speak English, as it gives us the impression that you don't really care about the performance, or about doing well.
-I heard some great pronunciation, but we still need to keep working on words like "dans", etc.
So, apparently we've forgotten what the project is? Jeez, you guys, I remember explaining this to you in detail at the end of September. But here we go:
-You'll make a poster which has a minimum of 10 shops on it, drawn as if you're looking at them from the front. You can have any pictures or graphics you like on the poster, BUT NO WRITING OTHER THAN THE TITLE, which should be something like, "La Ville".
-You'll tell a story about starting at your house, going to the shops, buying things (we'll learn that tomorrow), talking to the people who work there, looking for things, finding things, etc, then leaving the shop. You'll use the adverbs I taught you: d'abrord, puis, etc.
YOU MAY NOT READ FROM A PIECE OF PAPER.
Here's a sample of what you might say. I'm only going to talk about one store; you need to talk about 10:
"First, I leave my house. I'm going to the pharmacy. Where is the pharmacy? I'm looking for the pharmacy... oh, I'm finding the pharmacy. I enter into the pharmacy. Where is the pharmacist? The pharmacist works in the pharmacy; the pharmacist is in the pharmacy. Hello, pharmacist! (Monsieur le pharmacist). Where are the pills? I buy some pills. I leave the pharmacy."
You don't have to use every single verb or profession with every store, just a nice sampling so that I know that you can do it. You learned a lot today about presentation skills; I expect you to use those new skills on presentation day. You'll be presenting at your desk, just in front of me.
DUE DATE: OCTOBER 9. If we need a couple of extra days because we run out of time, then that's ok. YOU MAY NOT ASK ME IF YOU CAN GO ON A DIFFERENT DAY. If I ask you to go, you have to take a deep breath and do your best.
Remember that your TEST is on October 12.
Intérro: all the conjugations of aller and travailler, la confiserie, le confisier, la pâtisserie, le pâtissier, l'épicerie, l'épicier, le pharmacie, le pharmacien, la boulangerie, le boulanger, enfin, puis, ensuite, après ça, ensuite. I know it seems like a lot, but there's no new vocab in there, and it's all stuff you need to know for the project and the test. :)
See you tomorrow!
-first of all, good for you,
-please don't speak English, as it gives us the impression that you don't really care about the performance, or about doing well.
-I heard some great pronunciation, but we still need to keep working on words like "dans", etc.
So, apparently we've forgotten what the project is? Jeez, you guys, I remember explaining this to you in detail at the end of September. But here we go:
-You'll make a poster which has a minimum of 10 shops on it, drawn as if you're looking at them from the front. You can have any pictures or graphics you like on the poster, BUT NO WRITING OTHER THAN THE TITLE, which should be something like, "La Ville".
-You'll tell a story about starting at your house, going to the shops, buying things (we'll learn that tomorrow), talking to the people who work there, looking for things, finding things, etc, then leaving the shop. You'll use the adverbs I taught you: d'abrord, puis, etc.
YOU MAY NOT READ FROM A PIECE OF PAPER.
Here's a sample of what you might say. I'm only going to talk about one store; you need to talk about 10:
"First, I leave my house. I'm going to the pharmacy. Where is the pharmacy? I'm looking for the pharmacy... oh, I'm finding the pharmacy. I enter into the pharmacy. Where is the pharmacist? The pharmacist works in the pharmacy; the pharmacist is in the pharmacy. Hello, pharmacist! (Monsieur le pharmacist). Where are the pills? I buy some pills. I leave the pharmacy."
You don't have to use every single verb or profession with every store, just a nice sampling so that I know that you can do it. You learned a lot today about presentation skills; I expect you to use those new skills on presentation day. You'll be presenting at your desk, just in front of me.
DUE DATE: OCTOBER 9. If we need a couple of extra days because we run out of time, then that's ok. YOU MAY NOT ASK ME IF YOU CAN GO ON A DIFFERENT DAY. If I ask you to go, you have to take a deep breath and do your best.
Remember that your TEST is on October 12.
Intérro: all the conjugations of aller and travailler, la confiserie, le confisier, la pâtisserie, le pâtissier, l'épicerie, l'épicier, le pharmacie, le pharmacien, la boulangerie, le boulanger, enfin, puis, ensuite, après ça, ensuite. I know it seems like a lot, but there's no new vocab in there, and it's all stuff you need to know for the project and the test. :)
See you tomorrow!
le 2 octobre: We started off by taking up the homework:
And then we did our intérro:
We started learning two new verbs: entrer (to enter), and sortir (to leave).. Entrer must be used with "dans" in a sentence, and sortir must be used with "de" in a sentence.
entrer: sortir
j'entre je sors
tu entres tu sors
il entre il sort
nous entrons nous sortons
vous entrez vous sortez
ils entrent ils sortent
elles entrent ils sortent
Here are some examples:
The butcher is entering the butcher shop. Le boucher entre dans la boucherie.
The baker is leaving the bakery. Le boulanger sort de la boulangerie.
No homework, no intérro, as you're having a TTOC tomorrow. The homework I would have given you I'll ask the TTOC to do with you in class tomorrow. See you Friday!
- Où est le boucher? Il va à la boucherie.
- Où est le pharmacien? Il travaille à la pharmacie.
- Où est le confisier? Il va à la confiserie.
- Où est le poissonnier? Il travaille à la poissonnerie.
- Où est l’épicier? Il va à l’épicerie.
- Où est le charcutier? Il travaille à la charcuterie.
- Où est le pâtissier? Il va à la pâtisserie.
- Où est le boulanger? Il travaille à la boulangerie.
And then we did our intérro:
- The grocer is going to the grocery store. L’épicier va à l’épicerie.
- The pastry chef works at the pastry shop. Le pâtissier travaille à la pâtisserie.
- The butcher is going to the butcher shop. Le boucher va à la boucherie.
- The deli guy is going to the deli. Le charcutier va à la charcuterie.
- The pharmacist is working at the pharmacy. Le pharmacien travaille à la pharmacie.
- I am going. Je vais.
- You (s) go. Tu vas.
- He does go. Il va.
We started learning two new verbs: entrer (to enter), and sortir (to leave).. Entrer must be used with "dans" in a sentence, and sortir must be used with "de" in a sentence.
entrer: sortir
j'entre je sors
tu entres tu sors
il entre il sort
nous entrons nous sortons
vous entrez vous sortez
ils entrent ils sortent
elles entrent ils sortent
Here are some examples:
The butcher is entering the butcher shop. Le boucher entre dans la boucherie.
The baker is leaving the bakery. Le boulanger sort de la boulangerie.
No homework, no intérro, as you're having a TTOC tomorrow. The homework I would have given you I'll ask the TTOC to do with you in class tomorrow. See you Friday!
le 1 october: Our lovely Ms. Nelson ran out of time before she was able to teach you "aller", so I put the conjugations on the board and we listened to a Youtube song about them:
je vais - I go, I am going, I do go nous allons - We go, we are going, we do go
tu vas - You go, you are going, you do go Vous allez - you (pl) go, you are going, you do go
il va - He goes, he is going, he does go Ils vont - They (m) go, they are going, they do go
elle va - She goes, she is going, she does go Elles vont - They go, they are going, they do go
We spent some time making the point that there are three present tenses in English, but only one present tense in French. This holds true for all verbs, not just aller:
Je marche - I walk, I am walking, I do walk
Tu parles - you talk, you are talking, you do talk (etc)
We tried our new knowledge with "la confiserie":
Elle va à la confiserie.
Où est la confiserie? Je cherche la confiserie.
Il trouve la confiserie.
Nous allons à la confiserie.
Remember that "à la" can mean in the, at the or to the. One expression, three translations!
We were going to discuss how to put verbs into the negative, but we ran out of time. We'll start with that tomorrow.
Homework: Translate the following sentences. Notice that the verbs change between "to go" and "to work":
1. Where is the butcher? He's going to the butchershop.
2. Where is the pharmacist? He works at the pharmacy.
3. Where is the candy guy? He's going to the candy shop.
4. Where is the fish seller? He works at the fish shop.
5. Where is the grocer? He's going to the grocery shop.
6. Where is the deli guy? He works at the deli.
7. Where is the pastry seller? He's going to the pastry shop.
8. Where is the baker? He works at the bakery.
Intérro: je vais, tu vas, il va, elle va, la confiserie, le confisier, la pâtisserie, le pâtissier, l'épicerie, l'épicier, le pharmacie, le pharmacien, la boulangerie, le boulanger all conjugations of travailler, à la (meaning both "in the" and "to the"), où est.
For example sentences, just look to the homework above. :)
je vais - I go, I am going, I do go nous allons - We go, we are going, we do go
tu vas - You go, you are going, you do go Vous allez - you (pl) go, you are going, you do go
il va - He goes, he is going, he does go Ils vont - They (m) go, they are going, they do go
elle va - She goes, she is going, she does go Elles vont - They go, they are going, they do go
We spent some time making the point that there are three present tenses in English, but only one present tense in French. This holds true for all verbs, not just aller:
Je marche - I walk, I am walking, I do walk
Tu parles - you talk, you are talking, you do talk (etc)
We tried our new knowledge with "la confiserie":
- She’s going to the candy shop.
- Where is the candy shop? I’m looking for the candy shop.
- He’s finding the candy shop.
- We’re going to the candy shop.
Elle va à la confiserie.
Où est la confiserie? Je cherche la confiserie.
Il trouve la confiserie.
Nous allons à la confiserie.
Remember that "à la" can mean in the, at the or to the. One expression, three translations!
We were going to discuss how to put verbs into the negative, but we ran out of time. We'll start with that tomorrow.
Homework: Translate the following sentences. Notice that the verbs change between "to go" and "to work":
1. Where is the butcher? He's going to the butchershop.
2. Where is the pharmacist? He works at the pharmacy.
3. Where is the candy guy? He's going to the candy shop.
4. Where is the fish seller? He works at the fish shop.
5. Where is the grocer? He's going to the grocery shop.
6. Where is the deli guy? He works at the deli.
7. Where is the pastry seller? He's going to the pastry shop.
8. Where is the baker? He works at the bakery.
Intérro: je vais, tu vas, il va, elle va, la confiserie, le confisier, la pâtisserie, le pâtissier, l'épicerie, l'épicier, le pharmacie, le pharmacien, la boulangerie, le boulanger all conjugations of travailler, à la (meaning both "in the" and "to the"), où est.
For example sentences, just look to the homework above. :)
le 28 sept: (I'm putting these notes up early! Scroll down for Thursday's notes). I'm actually in Vancouver at the moment, as you know, but I'm going to put the notes that I gave your substitute teacher here on the webpage. If you guys didn't finish up all these notes, not to worry, we'll finish on Monday. I do expect you to do the intérro on Monday though. Make sure you know those aller conjugations!
____________________________________________________________________________
Please teach them the verb aller (to go). Here are the conjugations:
je vais nous allons
tu vas vous allez
il va ils vont
elle va elles vont
Please show them the Youtube video “Learn French with Alexa” where she talks about aller (https://youtu.be/Ru9pCQDV1eE); you can stop it at 6 min 50 sec as she gives too much information for my Grade 9s at this time.
Make sure they understand the following:
-aller is irregular, and therefore doesn’t follow the same patterns as parler, regarder, trouver, chercher, etc
-aller is extremely important in that it’s a common verb and they have to memorize those conjugations
Please also tell them that if they want to say that they’re going to a shop, the “to the shop” part is the same in French as “at the shop”, which we already know. So…
I’m going to the bakery – je vais à la boulangerie.
You’re going to the pharmacy – Tu vas à la pharmacie.
They’re going to the candy store. – Ils vont à la confiserie.
Ask them to work with a partner to put together a conversation using aller, the shops, the employees, and our other vocabulary for this unit. Each person should write down their work, not just one. Sample:
Bob I’m looking for the pharmacist.
Fred Hmm… where’s the pharmacist? The pharmacist works in the deli.
Bob No, the pharmacist works in the pharmacy.
Fred Hmm…. where’s the pharmacy?
Bob I’m finding the pharmacy.
That’s a sample; they should use lots of stores and lots of professions. Give them 10 minutes to work on it, then have them perform for the class (as many as you have time for).
Intérro for Monday: je vais, tu vas, il va, elle va, à la pharmacie, à la charcuterie, à la pharmacie, la boucherie, le boucher, le charcutier, le pharmacien, le boucher.
___________________________________________________________________________
____________________________________________________________________________
Please teach them the verb aller (to go). Here are the conjugations:
je vais nous allons
tu vas vous allez
il va ils vont
elle va elles vont
Please show them the Youtube video “Learn French with Alexa” where she talks about aller (https://youtu.be/Ru9pCQDV1eE); you can stop it at 6 min 50 sec as she gives too much information for my Grade 9s at this time.
Make sure they understand the following:
-aller is irregular, and therefore doesn’t follow the same patterns as parler, regarder, trouver, chercher, etc
-aller is extremely important in that it’s a common verb and they have to memorize those conjugations
Please also tell them that if they want to say that they’re going to a shop, the “to the shop” part is the same in French as “at the shop”, which we already know. So…
I’m going to the bakery – je vais à la boulangerie.
You’re going to the pharmacy – Tu vas à la pharmacie.
They’re going to the candy store. – Ils vont à la confiserie.
Ask them to work with a partner to put together a conversation using aller, the shops, the employees, and our other vocabulary for this unit. Each person should write down their work, not just one. Sample:
Bob I’m looking for the pharmacist.
Fred Hmm… where’s the pharmacist? The pharmacist works in the deli.
Bob No, the pharmacist works in the pharmacy.
Fred Hmm…. where’s the pharmacy?
Bob I’m finding the pharmacy.
That’s a sample; they should use lots of stores and lots of professions. Give them 10 minutes to work on it, then have them perform for the class (as many as you have time for).
Intérro for Monday: je vais, tu vas, il va, elle va, à la pharmacie, à la charcuterie, à la pharmacie, la boucherie, le boucher, le charcutier, le pharmacien, le boucher.
___________________________________________________________________________
le 27 sept: We took up the homework and then did our intérro. We then learned that the following people work at the following stores:
la boulangerie - le boulanger
la boucherie - le boucher
la pharmacie - le pharmacien
Tomorrow we'll learn hospital and library employees.
Intérro: Be able to ask who works at the 8 shops we've done, and be able to answer the question. Sample questions:
1. Who works at the pharmacy? Qui travaille à la pharmacie?
2. The pharmacist works at the pharmacy. Le pharmacien travaille à la pharmacie.
3. Qui travaille à la boucherie? Le boucher travaille à la boucherie. Etc.
Homework: Create some sort of a graphic or paragraph asking who works at each shop, and answering that question. You'll have 8 different questions, with their eight different answers. Ideas we came up with was to draw some balloons which have the questions and answers written on them, draw business cards, do a brochure (just draw one, don't make a real one), do a conversation, etc. Be creative!
la boulangerie - le boulanger
la boucherie - le boucher
la pharmacie - le pharmacien
Tomorrow we'll learn hospital and library employees.
Intérro: Be able to ask who works at the 8 shops we've done, and be able to answer the question. Sample questions:
1. Who works at the pharmacy? Qui travaille à la pharmacie?
2. The pharmacist works at the pharmacy. Le pharmacien travaille à la pharmacie.
3. Qui travaille à la boucherie? Le boucher travaille à la boucherie. Etc.
Homework: Create some sort of a graphic or paragraph asking who works at each shop, and answering that question. You'll have 8 different questions, with their eight different answers. Ideas we came up with was to draw some balloons which have the questions and answers written on them, draw business cards, do a brochure (just draw one, don't make a real one), do a conversation, etc. Be creative!
le 26 sept: Today we did our intérro, and gave some treats to those who remembered to check the webpage and do their homework. After the intérro, we learned the verb travailler (to work), which is a regular verb:
je travaille nous travaillons
tu travailles vous travaillez
il travaille ils travaillent
elle travaille elles travaillent
We then were a bit tired so we played Zig Zag Zog for 5 minutes. Everyone needs a break once in awhile!
We then learned which person works at which store:
je travaille nous travaillons
tu travailles vous travaillez
il travaille ils travaillent
elle travaille elles travaillent
We then were a bit tired so we played Zig Zag Zog for 5 minutes. Everyone needs a break once in awhile!
We then learned which person works at which store:
The professions that we've filled in above all fall in the same pattern: you take the "erie" ending off the store name, and add "ier". You can't do that we every shop, but you certainly can with the shops we did above (the ones with stars beside them).
We then learned how to ask who works in the stores, and how to answer:
Qui travaille à la confiserie? Le confisier travaille à la confiserie. Who works at the candy store? The candy guy works at the candy store.
Qui travaille à l'épicerie? Le charcutier travaille à l'épicerie. Who works at the grocery store? The grocer works at the grocery store.
Homework: Write out 5 questions asking who works at the five stores with the stars beside them, then answer the questions, just like in the examples above.
Intérro: qui travaille à... l'épicerie, la pâtisserie, la charcuterie, la laiterie, la confiserie.
We then learned how to ask who works in the stores, and how to answer:
Qui travaille à la confiserie? Le confisier travaille à la confiserie. Who works at the candy store? The candy guy works at the candy store.
Qui travaille à l'épicerie? Le charcutier travaille à l'épicerie. Who works at the grocery store? The grocer works at the grocery store.
Homework: Write out 5 questions asking who works at the five stores with the stars beside them, then answer the questions, just like in the examples above.
Intérro: qui travaille à... l'épicerie, la pâtisserie, la charcuterie, la laiterie, la confiserie.
le 25 sept: What a class today... holy cow. You guys were wild. But it was fun, wasn't it. :) Today we went over all the English translations for the shops, then practiced a conversation with the new shops and some of us performed. The conversation went something like this:
Personne #1: Où est la confiserie?
Personne #2: Hmmm...... je cherche la confiserie..... oh! Je trouve la pharmacie!
Personne #1: Non! Je cherche la confiserie!
Personne #3: Oh! Je cherche la confiserie.... et je trouve le kiosque!
Personne #1: NON! LA PHARMACIE!
Personne #2: La pharmacie? Chépas.
Everyone had their own take on the conversation.
I didn't have time to give you your homework and intérro for tomorrow, and I'm not sure everyone will check this page. Let's just say that if you check the page, do your homework, and study for the intérro, I'll bring you in a treat tomorrow. Don't tip off your friends, I'm only bringing in a limited number (and the treats won't just be candy, but something better than that)!
Homework: Write three little stories about three different stores (from today, not the stores we've already done). The three lines of the story will be:
Where is the...(store)?
I'm looking for the (store).
I'm finding the (store).
So you'll write that story about a store, then write it again about a different store, then write it a third time about a third store.
Intérro: chercher (in all the 8 conjugations), trouver (in all conjugations), le supermarché, la librairie, la blanchisserie, la gare, où est.
Personne #1: Où est la confiserie?
Personne #2: Hmmm...... je cherche la confiserie..... oh! Je trouve la pharmacie!
Personne #1: Non! Je cherche la confiserie!
Personne #3: Oh! Je cherche la confiserie.... et je trouve le kiosque!
Personne #1: NON! LA PHARMACIE!
Personne #2: La pharmacie? Chépas.
Everyone had their own take on the conversation.
I didn't have time to give you your homework and intérro for tomorrow, and I'm not sure everyone will check this page. Let's just say that if you check the page, do your homework, and study for the intérro, I'll bring you in a treat tomorrow. Don't tip off your friends, I'm only bringing in a limited number (and the treats won't just be candy, but something better than that)!
Homework: Write three little stories about three different stores (from today, not the stores we've already done). The three lines of the story will be:
Where is the...(store)?
I'm looking for the (store).
I'm finding the (store).
So you'll write that story about a store, then write it again about a different store, then write it a third time about a third store.
Intérro: chercher (in all the 8 conjugations), trouver (in all conjugations), le supermarché, la librairie, la blanchisserie, la gare, où est.
le 24 sept: Here are the answers to today's intérro:
After the intérro, I gave you a double-sided graphic sheet with pictures of stores and their French names. You got into groups and used your strategies to decode the French: 1) look at the pictures, 2) remember that they are stores (or mailbox, etc) in a town, not animals, car parts, pudding cups, or whatever, and 3) get help from your group.
Homework: finish up both sides of the sheet. Please don't use Google translate; it will teach you nothing! If you can't think of all the store names in English, just do your best. Use your strategies!
No intérro! :)
- Où est la pâtisserie?
- Je cherche la pâtisserie.
- Tu trouves la pâtisserie.
- Où est la boulangerie?
- Il cherche la boulangerie.
- Nous trouvons la boulangerie.
- Où est la confiserie?
- Elles cherchent la confiserie.
- Vous trouvez la confiserie.
After the intérro, I gave you a double-sided graphic sheet with pictures of stores and their French names. You got into groups and used your strategies to decode the French: 1) look at the pictures, 2) remember that they are stores (or mailbox, etc) in a town, not animals, car parts, pudding cups, or whatever, and 3) get help from your group.
Homework: finish up both sides of the sheet. Please don't use Google translate; it will teach you nothing! If you can't think of all the store names in English, just do your best. Use your strategies!
No intérro! :)
le 20 sept: Bonjour! We sort of did the intérro and took up the homework at the same time:
Je cherche la pharmacie.
Je cherche la boulangerie.
Je cherche la boucherie.
Je cherche l’épicerie.
Je cherche la poissonnerie.
Je cherche la pâtisserie.
Je cherche la confiserie.
We then learned another regular "er" verb: trouver (to find):
je trouve nous trouvons
tu trouves vous trouvez
il trouve ils trouvent
elle trouve elles trouvent
See how it's conjugated with the same pattern as "chercher"? Chouette (sweet!)
Homework for Monday:
Write three little stories, each three lines long. For the first story, use "je" as the subject. For the second story, use "il" as the subject. For the third story, use "elles" as the subject. Here's a sample of the story for "je" (in English):
Where is the bakery? I'm looking for the bakery. I'm finding the bakery!
Here's a sample of the story for "elles":
Where is the butcher shop? They're looking for the butcher shop. They find the butcher shop!
You'll write in French, of course.
Intérro: chercher in the je, il, and elles form, trouver in the tu, nous, and vous forms, la pâtisserie, la boucherie, la boulangerie, la pharmacie, la confiserie, où est.
Example:
"Where is the candy store?"
"We are finding the pastry shop."
"They are looking for the butcher shop." etc. Faites un bon weekend! :)
Je cherche la pharmacie.
Je cherche la boulangerie.
Je cherche la boucherie.
Je cherche l’épicerie.
Je cherche la poissonnerie.
Je cherche la pâtisserie.
Je cherche la confiserie.
We then learned another regular "er" verb: trouver (to find):
je trouve nous trouvons
tu trouves vous trouvez
il trouve ils trouvent
elle trouve elles trouvent
See how it's conjugated with the same pattern as "chercher"? Chouette (sweet!)
Homework for Monday:
Write three little stories, each three lines long. For the first story, use "je" as the subject. For the second story, use "il" as the subject. For the third story, use "elles" as the subject. Here's a sample of the story for "je" (in English):
Where is the bakery? I'm looking for the bakery. I'm finding the bakery!
Here's a sample of the story for "elles":
Where is the butcher shop? They're looking for the butcher shop. They find the butcher shop!
You'll write in French, of course.
Intérro: chercher in the je, il, and elles form, trouver in the tu, nous, and vous forms, la pâtisserie, la boucherie, la boulangerie, la pharmacie, la confiserie, où est.
Example:
"Where is the candy store?"
"We are finding the pastry shop."
"They are looking for the butcher shop." etc. Faites un bon weekend! :)
le 19 sept: Today we had our intérro, then we took up the homework by getting into partners and having one partner say, "Où est la boucherie?" (or whatever the store was) and the other person looking around then saying "chépas!". We then reviewed how to conjugate a regular "er" verb:
1. Take off the "er" ending.
2. What you're left with is called the "stem" or the "root".
3. Put the appropriate ending on the stem/root for the subject that you're using.
For example, the verb "chercher":
1. Take off the "er" ending, and what you're left with is the stem or root: (cherch)
2. Add the appropriate endings:
Je cherche - I am looking for, I look for, I do look for
Tu cherches - You are looking for, you look for, you do look for
Il cherche - He is looking for, he looks for, he does look for
Elle cherche - She is looking for, she looks for, he does look for
Nous cherchons - We are looking for, we look for, we do look for
Vous cherchez - You are looking for, you look for, you do look for
Ils cherchent - They are looking for, they look for, they do look for (males, mixed gender group, unknown gender group)
Elles cherchent - They are looking for, they look for, they do look for (females)
Homework: Translate the following:
1. Where is the bakery? I'm looking for the bakery.
2. Where is the candy shop? I'm looking for the candy shop.
3. Where is the grocery store? I'm looking for the grocery store.
4. Where is the fish market? I'm looking for the fish market.
5. Where is the pastry shop? I'm looking for the pastry shop.
6. Where is the butcher shop? I'm looking for the butcher shop.
7. Where is the pharmacy? I'm looking for the pharmacy.
Intérro: The bolded sentences from your homework (seven of them, but not the questions, just the answers that are bolded).
1. Take off the "er" ending.
2. What you're left with is called the "stem" or the "root".
3. Put the appropriate ending on the stem/root for the subject that you're using.
For example, the verb "chercher":
1. Take off the "er" ending, and what you're left with is the stem or root: (cherch)
2. Add the appropriate endings:
Je cherche - I am looking for, I look for, I do look for
Tu cherches - You are looking for, you look for, you do look for
Il cherche - He is looking for, he looks for, he does look for
Elle cherche - She is looking for, she looks for, he does look for
Nous cherchons - We are looking for, we look for, we do look for
Vous cherchez - You are looking for, you look for, you do look for
Ils cherchent - They are looking for, they look for, they do look for (males, mixed gender group, unknown gender group)
Elles cherchent - They are looking for, they look for, they do look for (females)
Homework: Translate the following:
1. Where is the bakery? I'm looking for the bakery.
2. Where is the candy shop? I'm looking for the candy shop.
3. Where is the grocery store? I'm looking for the grocery store.
4. Where is the fish market? I'm looking for the fish market.
5. Where is the pastry shop? I'm looking for the pastry shop.
6. Where is the butcher shop? I'm looking for the butcher shop.
7. Where is the pharmacy? I'm looking for the pharmacy.
Intérro: The bolded sentences from your homework (seven of them, but not the questions, just the answers that are bolded).
le 18 sept: Today we finished off our Zig Zag Zog time, as promised yesterday, then we watched a PowerPoint video which featured seven shops:
la boucherie - the butchershop
la boulangerie - the bakery
la pâtisserie - the pastry shop
la poissonnerie - the fish shop
la confiserie - the candy shop
la pharmacie - the pharmacy
l'épicerie - the grocery store
We then figured out that we already know how to ask "where is the...?" because we learned that when we did our classroom vocabulary. Fun!
Homework: Write one question for each store, asking where it is. Eg: Where is the grocery store? Where is the pharmacy? Write it in French.
Intérro: la boucherie, l'épicerie la pharmacie, la confiserie, la poissonnerie. I write the English on the board, you write the French in your livret d'intérro, comme d'hab! (like always)
la boucherie - the butchershop
la boulangerie - the bakery
la pâtisserie - the pastry shop
la poissonnerie - the fish shop
la confiserie - the candy shop
la pharmacie - the pharmacy
l'épicerie - the grocery store
We then figured out that we already know how to ask "where is the...?" because we learned that when we did our classroom vocabulary. Fun!
Homework: Write one question for each store, asking where it is. Eg: Where is the grocery store? Where is the pharmacy? Write it in French.
Intérro: la boucherie, l'épicerie la pharmacie, la confiserie, la poissonnerie. I write the English on the board, you write the French in your livret d'intérro, comme d'hab! (like always)
le 17 sept: Today we went over the alphabet and why we need to understand how letters are pronounced (so that you know how to pronounce words when you see them in the written form). We also learned about the French accents:
Please study the proper names of the accents so that when you spell words verbally for me, or if you want to ask if a letter has a specific accent, you can eventually use the accents' proper names.
I gave you an overview of what our new unit (La ville: the city) is about, and how there will be a project and a test at a later date. There were only a few minutes left in class, so rather than start the unit, we learned how to play Zig Zag Zog. We just got through a couple of practice rounds before the bell rang. No homework (other than studying your alphabet, and working on your classroom objects oral material if you haven't done that little test yet), no intérro.
I gave you an overview of what our new unit (La ville: the city) is about, and how there will be a project and a test at a later date. There were only a few minutes left in class, so rather than start the unit, we learned how to play Zig Zag Zog. We just got through a couple of practice rounds before the bell rang. No homework (other than studying your alphabet, and working on your classroom objects oral material if you haven't done that little test yet), no intérro.
le 14 sept: We did our little oral quiz today, and if I didn't get to you, or I felt you could improve a bit, you can do (or re-do) your quiz on Monday before school, at break, at lunch, or after school. Make sure you study a little bit over the weekend.
We'll continue on with the alphabet on Monday; here's a website that will help you with your learning of French letters:
www.fluentu.com/blog/french/french-alphabet/
As well, we'll start our unit, "La ville" (the city) on Monday. Faites un bon weekend!
We'll continue on with the alphabet on Monday; here's a website that will help you with your learning of French letters:
www.fluentu.com/blog/french/french-alphabet/
As well, we'll start our unit, "La ville" (the city) on Monday. Faites un bon weekend!
le 13 sept: Today, after a super-fun firedrill, we practiced how to pronounce the alphabet a bit, (you'll be orally tested on your ability to pronounce the letters when we're ready), then continued on with our classroom vocabulary card game. Remember that you're being tested tomorrow on your ability to ask where an item is (or when the items are), and answer the question correctly.
Homework: Practice for your test tomorrow.
Homework: Practice for your test tomorrow.
le 12 sept: Today we took up the pink classroom vocabulary booklet, and we made sure that you could ask where all the different classroom items are, then answer that question by indicating where they are. For example:
Où est le ruban? Le ruban est dans l’étagère rouge. (sur le bureau de Mme GZ).
Où est la perforatrice? La perforatrice sur le bureau de Mme GZ.
Où est le micro-ondes? Le micro-ondes est à côté de la fenêtre.
Où sont les stylos? Les stylos sont sur la table en bas de la classe.
Où est l’agrafeuse? L’agrafeuse est sur le bureau de Mme GZ.
We then all got some cards from Mme GZ (lovingly homemade!) to play a game whereby we get into partners or groups of three, and use the cards to practice our questions and answers. We'll be playing again tomorrow, and also learning about the alphabet. Don't forget that you have a verbal test on the classroom question and answers on Friday! Other than studying for that, no homework. No intérro.
Où est le ruban? Le ruban est dans l’étagère rouge. (sur le bureau de Mme GZ).
Où est la perforatrice? La perforatrice sur le bureau de Mme GZ.
Où est le micro-ondes? Le micro-ondes est à côté de la fenêtre.
Où sont les stylos? Les stylos sont sur la table en bas de la classe.
Où est l’agrafeuse? L’agrafeuse est sur le bureau de Mme GZ.
We then all got some cards from Mme GZ (lovingly homemade!) to play a game whereby we get into partners or groups of three, and use the cards to practice our questions and answers. We'll be playing again tomorrow, and also learning about the alphabet. Don't forget that you have a verbal test on the classroom question and answers on Friday! Other than studying for that, no homework. No intérro.
le 10 sept: Today we took up the first page of our booklet so that everyone had the classroom objects properly labelled. We then chose partners through a "partner/clock" exercise.
We will have our first intérro tomorrow (small quiz). We'll have a lot of these. I gave you un livret d'intérro (a quiz booklet) which you will keep in your binder and only use for these small quizzes. Please don't lose it, as I will be collecting them intermittently.
Your words for the intérro tomorrow are: les stylos, les crayons, l'agrafeuse, le ruban, le micro-ondes. I'll write the English translations on the board, and you'll write the French in your livret. That's the extent of it! Spelling counts, of course. :) No homework.
We will have our first intérro tomorrow (small quiz). We'll have a lot of these. I gave you un livret d'intérro (a quiz booklet) which you will keep in your binder and only use for these small quizzes. Please don't lose it, as I will be collecting them intermittently.
Your words for the intérro tomorrow are: les stylos, les crayons, l'agrafeuse, le ruban, le micro-ondes. I'll write the English translations on the board, and you'll write the French in your livret. That's the extent of it! Spelling counts, of course. :) No homework.
le 7 sept: Today we continued on with our booklet about classroom objects, and I taught you how to say "Where is the / Where are the...":
Où est le - Where is the (for a masculine singular item)
Où est la - Where is the (for a feminine singular item)
Où sont les - Where are the (for plural items)
For example:
Où est le tabouret? Where is the stool?
Où sont les feuilles de papier? Where are the pieces of paper?
We also learned some locations in the classroom:
dans l'étagère rouge - in the red bookshelf
en haut de la salle de classe - at the front of the classroom
en bas de la salle de classe - at the back of the classroom
à côté de la fenêtre - beside the window
de côté de la salle de classe - on the side of the classroom
sur le bureau de Mme GZ - on Mme GZ's desk
You should have finished up around 3-4 question/answers in the booklet by now. If you haven't, please catch up on the weekend. Otherwise, no weekend homework. :)
Où est le - Where is the (for a masculine singular item)
Où est la - Where is the (for a feminine singular item)
Où sont les - Where are the (for plural items)
For example:
Où est le tabouret? Where is the stool?
Où sont les feuilles de papier? Where are the pieces of paper?
We also learned some locations in the classroom:
dans l'étagère rouge - in the red bookshelf
en haut de la salle de classe - at the front of the classroom
en bas de la salle de classe - at the back of the classroom
à côté de la fenêtre - beside the window
de côté de la salle de classe - on the side of the classroom
sur le bureau de Mme GZ - on Mme GZ's desk
You should have finished up around 3-4 question/answers in the booklet by now. If you haven't, please catch up on the weekend. Otherwise, no weekend homework. :)
le 6 sept: Today we went over some useful classroom questions and answers and you filled in the English translations on your worksheet. Remember that we'll have a quiz on the use of those statements and questions sometime in the next two weeks (I'll let you know ahead of time when the quiz will be), so please study them a little each day and practice them in class. If you ask me a question or tell me something in English and could have told me in French, I'll pretend that I don't understand you. ;)
I then handed out a booklet with pictures of classroom items on the front, and asked you to use the table on page 3 of that booklet to figure out how to say the classroom items in French. We'll work a bit more on that tomorrow. No homework.
I then handed out a booklet with pictures of classroom items on the front, and asked you to use the table on page 3 of that booklet to figure out how to say the classroom items in French. We'll work a bit more on that tomorrow. No homework.
le 5 sept: I collected your first day surveys, and we went over the rules and ideas that you came up with:
I gave you a sheet of expressions that students and teachers can say to each other, and we worked on it for about 10 minutes in class. We'll take it up tomorrow. No homework.
le 4 septembre: Bienvenue à la salle de classe! Today was your first day in high school French. We had a fun time crowding 14 boys around a table designed for five people, but I'm sure that's going to work itself out. ;) I gave you a course outline to take home and read, with a tiny bit of homework: just think about a couple of situations that might occur in a classroom, and what you think the rules should be about that situation. If we come up with the rules ourselves, we're more likely to follow them.
I also gave you a survey sheet so that I can get to know you a little better; please fill it out and hand it in tomorrow.
I also gave you a survey sheet so that I can get to know you a little better; please fill it out and hand it in tomorrow.